ANNE ARUNDEL COMMUNITY COLLEGE
Survey Report on 2015
Human Services Program
Survey
Planning, Research and Institutional Assessment
Anne Arundel Community College
September 2015
Introduction
The Human Services department in collaboration with Planning, Research and Institutional
Assessment conducted the Human Services Program graduates follow up survey in Spring
2015. The main purpose of the survey was to obtain graduates’ feedback on various aspects of
the program and their overall experience at AACC. The survey also sought graduates to point
out areas that need improvement. The survey covered 176, of those 158 were students with
correct address, students who graduated from Human Services Program between Academic
Year 2008 and 2014. The survey questionnaire was mailed out to all 158 graduates. Of these,
30 graduates completed the questionnaire, which is a response rate of 17%. The following
discussion is based on those 30 completed questionnaires.
Demographic Background
Gender
Of the total 30 graduates who completed the survey, 25 were females and 3 were males.
Race
As shown in Table 1, 17 respondents were Caucasians, 8 were black/African American and five
chose not to report his/her race.
Table 1: Demographic Characteristics of the Respondents
Number
Percent
Female
25
83%
Male
3
10%
Unknown
2
7%
Black/African American
8
27%
Caucasian
17
57%
Unreported
5
17%
Demographics
Gender
Race
Work and Educational Status
• Of the total 30 respondents, 18 were employed full-time at the time the survey, while 5
respondents were employed part-time.
• There were 7 respondents who did not respond to the question.
• As shown in Table 2, 20% of the respondents were attending full-time at other
institutions.
Table 2: Respondents’ Current Work and Educational Status
Yes
No
Work and Educational Status
Total #
%
#
%
Employed full-time
30
18
60%
12
40%
Employed part-time
30
5
17%
25
83%
Active Duty Military
30
0
0%
30
100%
Full-time Homemaker
30
1
3%
29
97%
Unemployed and Seeking a job
30
3
10%
27
90%
Unemployed and not seeking a
job
30
1
3%
29
97%
Retired
30
0
0%
30
100%
Full-time Student
30
6
20%
24
80%
Part-time Student
30
1
3%
29
97%
Objectives of Students
The graduates were asked to rate how important was each objective listed in Table 3. As shown
in Table 3, multiple objects were selected as very important. The following were the top three
very important objectives: to prepare for entry into first career (2.7), to transfer to four-year
institution (2.7), and self-enrichment (2.7), in rank order.
Table 3: Objectives one might achieve at Anne Arundel Community College Human
Services Program
Objectives
Prepare for entry into first
career
Prepare for entry into different
career
Update skills for current job
Transfer to four-year institution
Self-enrichment
Total
Very
Important
#
%
Somewhat
Important
#
%
Not
Important
#
%
Average
Rate
27
21
78%
5
19%
1
4%
2.7
24
25
26
29
12
16
20
22
50%
64%
77%
76%
5
5
5
6
21%
20%
19%
21%
7
4
1
1
29%
16%
4%
3%
2.2
2.5
2.7
2.7
Respondents were also asked to identify the most important reason for attending AACC. As
shown in Table 4, there are total of 4 respondents, 1 in each most important category.
Table 4: Most Important reason for attending a College
Reasons
Prepare for entry into first career
Prepare for entry into different
career
Prepare for transfer to 4 year
Self-enrichment
Total
Number
1
Percent
25%
1
1
1
4
25%
25%
25%
100%
Goal Achievement and Future Intent
• As shown in Table 5, about 97% of respondents achieved their educational goals, 60%
completely and 37% partly.
• The results also show that 95% of indicated that they would attend AACC if they had to
do it all over again.
• Twenty-six out of thirty respondents (87%) pointed out that they would enroll in the same
program if they would do it all over again.
• Overall, 22 respondents (73%) rated excellent their experience at AACC and the other 7
(23%) rated good.
Table 5: Goal Achievement at AACC and Future Intention
Number
Goal Achievement
Completely
Partly
Not at all
Attend AACC again
Yes
No
Not Sure
Enroll in same program
Yes
No
Not Sure
Overall community college experience
rating
Excellent
Good
Fair
Poor
Percent
18
11
1
60%
37%
3%
28
0
2
93%
0%
7%
26
3
1
87%
10%
3%
22
7
1
0
73%
23%
3%
0%
Current job relationship to program of study
•
As shown in Table 6, the current jobs of 28 respondents were either in the same field
(16) or somewhat related field (3) of study. The remaining nine were working in areas
that are not related to their field of study.
Table 6: Current Job Relationship to Program of Study
Current Job
Same field
Somewhat related field
Different Field
Total
Number
16
3
9
28
Percent
57%
11%
32%
100%
•
Fourteen respondents provided information on their annual earnings (gross salary,
before overtime, deductions, and taxes). On average, they earn $46,000. The range was
between $1,500-$52,000.
Preparation for Employment
• Respondents were also asked to rate how well AACC prepared them for employment.
The majority of respondents (46%) rated very and good.
Table 7: Preparation for Employment
Rate
Very Good
Good
Fair
Poor
Very Poor
Number
13
13
2
0
0
Percent
46%
46%
7%
0%
0%
Job Location
• Of the total 26 students who indicated job location, 14 were working in Anne Arundel
County, while two respondents were working in Prince George’s, Baltimore County and
Baltimore City, respectively.
Table 8: Graduates Place for Employment
Location
Anne Arundel
Prince George's
Baltimore County
Baltimore City
Other
Not applicable
Total
Number
14
2
2
2
3
3
26
Percent
54%
8%
8%
8%
12%
12%
100%
Enrollment in other institutions
• As shown in Table 9, 70% of the respondents stated that they enrolled at other
institutions, 50% enrolled full-time and 20% enrolled part-time.
• The results also show that 15 respondents enrolled in the same academic field and 8
enrolled in somewhat related field, while 2 enrolled in different field.
• Seven respondents (31.8%) transferred to UMBC, three transferred to UB, three
transferred to UMB, and 2 transferred to UMUC, while remaining seven enrolled in other
seven different institutions.
• The majority of respondents were studying in other institutions for baccalaureate degree.
Table 9: Enrollment in Other Institutions
Number
Enrollment
Yes, Full-time
Yes, Part-time
No
Academic Field
Same academic field
Somewhat related academic
field
Different academic field
Name of Institution
UMBC
UB
UMB
UMUC
Other
Goal at Institution
Master’s Degree
Baccalaureates
Other
Percent
15
6
9
50%
20%
30%
15
60%
8
2
32%
8%
7
3
3
2
7
31.8%
13.6%
13.6%
9.1%
31.8%
9
13
4
35%
50%
15%
Graduates Educational Experience at AACC
• Graduates were asked to rate their educational experience at AACC. As displayed in
Table 10, 72.4% of the respondents were very satisfied with opportunities for workplace
experiences (internships, co-op, etc) provided by AACC to supplement classroom
learning. One a scale of 5 (very satisfied) to 1 (not satisfied at all), the average rate was
4.5.
Table 10: Educational Experience at AACC
Items
Total
Opportunity for workplace
experiences (internships, co-op,
etc.) to supplement classroom
Courses/programs provide
knowledge and skills to compete in
the workplace
•
Very
Satisfied
Somewhat
Satisfied
Neutral
Somewhat
Dissatisfied
Not
Satisfied
at all
Average
Rate
29
21
72.4%
7
24.1%
1
3.4%
0
0%
0
0%
4.7
29
25
86.2%
3
10.3%
1
3.4%
0
0%
0
0%
4.8
The result also shows that 86.2% of responding graduates felt that the
courses/programs at AACC provide the knowledge and skills to compete in the
workplace. The average rate was 4.8.
Table 11: Quality of Faculty in AACC’s Human Services Program
Number
Knowledge in the field
Fully knowledgeable
Knowledgeable
Faculty Availability
Always available
Somewhat available
Available
Faculty communicativeness
Easy to talk to
Somewhat easy to talk to
Faculty responsiveness
Responsive to individual
Somewhat responsiveness
Neutrally responsiveness to individual
Faculty understandability
Easy to talk to
Somewhat easy to talk to
Faculty Enthusiasm
Enthusiastic
Somewhat enthusiastic
Neutral
Percent
Average
Rate
21
8
72.4%
27.6%
4.7
23
5
1
79.3%
17.2%
3.4%
4.8
26
3
89.7%
10.3%
4.9
23
5
1
79.3%
17.2%
3.4%
4.8
25
4
86.2%
13.8%
4.9
24
4
1
82.8%
13.8%
3.4%
4.8
Quality of Faculty in AACC’s Human Services Program
Graduates were asked to rate the quality of Human Services Program faculty members with
respect to the following six items.
Knowledge in the field
• Twenty-one respondents (72.4%) considered that faculty members of Human Services
Program were fully knowledgeable in the field. (5= fully knowledgeable in field,
1=minimally knowledgeable). The average rate was 4.7.
Faculty availability
• Twenty-three respondents (79.3%) indicated that members of the faculty were always
available, while the other five respondents (17.2%) rated 4 and one respondent rated 3
(5=always available, 1=hard to find). The average rate was 4.8.
Faculty communicativeness
• Twenty-six respondents (89.7%) felt that the faculty members were easy to talk to and
the other three respondents rated 4 (5=easy to talk to, 1=hard to talk to). The average
rate was 4.9.
Faculty responsiveness
• Twenty-three respondents (79.3%) felt that faculty members were responsive to
individuals. The remaining five respondents rated 4 and one respondent rated 3
(5=responsive to individual, 1=unresponsive to individual). The average rate was 4.8.
Faculty understandability
• Twenty-five respondents (86.2%) indicated that faculty members were easy to
understand and the remaining four respondents rated 4 (5=easy to talk, 1=hard to talk
to). The average rate was 4.9.
Faculty Enthusiasm
• Twenty-four respondents (82.8%) felt that faculty members were enthusiastic. Four
respondents rated 4 and the remaining one rated 3 (5=Enthusiastic, 1=Burned out). The
average rate was 4.8.
Curriculum Area Assessment
• As shown in Table 12, the majority of the respondents rated excellent the theoretical part
of 14 curriculum areas. The following are the top three curriculum areas with excellent
theoretical component: Human Services Values and Attitudes, Ethics/Legal Issues, and
Basic Counseling and Interviewing Skills.
• Regarding clinical aspect, the majority of respondents rated excellent in the clinical part
of seven curriculum areas only. The following are the top three curriculum areas with
excellent clinical component: Basic Counseling and Interviewing Skills, Human Services
Values and Attitudes, and Ethics/Legal Issues.
• Overall, the majority of respondents rated excellent in both the theoretical and clinical
aspects of the following four curriculum areas: Family Counseling Skills, Group
Counseling Skills, Child Abuse, and Assessment Skills.
Table 12: Graduates Assessment of Curriculum Areas
Theory
Curriculum Areas
Communication Skills
Record Keeping/Documentation
Community Resources
Ethics/Legal Issues
Basic Counseling and Interviewing Skills
Family Counseling Skills
Group Counseling Skills
Crisis Intervention Skills
Multicultural Issues
Child Abuse
Interpersonal Violence
Assessment Skills
Disease Model of Addiction
Addiction Counseling Skills
Application of Human Services in Work Place
Case Management Skills
Behavior Management Strategies
Intervention Techniques
Human Services Values and Attitudes
History of Human Services
Clinical
Excellent Strong Satisfactory Fair
1 3.8% 1 3.8%
18 69.2% 6 23.1%
4 15.4% 1 3.8%
15 57.7% 6 23.1%
2 7.7% 2 7.7%
16 61.5% 6 23.1%
1 3.8% 1 3.8%
21 80.8% 3 11.5%
0 0.0% 1 3.8%
20 76.9% 5 19.2%
1 3.8% 1 3.8%
18 69.2% 6 23.1%
1 3.8% 1 3.8%
19 73.1% 5 19.2%
1 4.0% 2 8.0%
18 72.0% 4 16.0%
0 0.0% 1 3.8%
17 65.4% 8 30.8%
3 11.5% 1 3.8%
18 69.2% 4 15.4%
3 11.5% 3 11.5%
14 53.8% 6 23.1%
0 0.0% 1 3.8%
19 73.1% 6 23.1%
1 3.8% 2 7.7%
17 65.4% 5 19.2%
0 0.0% 3 11.5%
17 65.4% 6 23.1%
15
16
17
15
22
18
57.7%
61.5%
65.4%
57.7%
84.6%
69.2%
7
7
7
7
3
4
26.9%
26.9%
26.9%
26.9%
11.5%
15.4%
2
2
0
3
0
3
7.7%
7.7%
0.0%
11.5%
0.0%
11.5%
2
1
2
1
1
1
7.7%
3.8%
7.7%
3.8%
3.8%
3.8%
Needs Average
Improvement Rate
4.6
0 0%
0 0%
4.3
4.4
0 0%
0 0%
4.7
0 0%
4.7
4.6
0 0%
0 0%
4.6
4.5
0 0%
4.6
0 0%
4.5
0 0%
4.2
0 0%
0 0%
4.7
4.3
1 4%
0 0%
4.4
0
0
0
0
0
0
0%
0%
0%
0%
0%
0%
4.3
4.5
4.5
4.4
4.8
4.5
Excellent Strong Satisfactory
15 60.0% 9 36.0% 1 4.0%
14 56.0% 5 20.0% 4 16.0%
13 52.0% 6 24.0% 5 20.0%
19 76.0% 6 24.0% 0 0.0%
20 80.0% 3 12.0% 2 8.0%
16 64.0% 4 16.0% 5 20.0%
16 64.0% 5 20.0% 4 16.0%
15 62.5% 8 33.3% 1 4.2%
15 60.0% 6 24.0% 3 12.0%
16 64.0% 6 24.0% 1 4.0%
12 48.0% 6 24.0% 3 12.0%
17 68.0% 5 20.0% 2 8.0%
14 56.0% 5 20.0% 2 8.0%
12 48.0% 8 32.0% 3 12.0%
14
14
14
13
20
15
56.0% 7 28.0%
56.0% 6 24.0%
56.0% 9 36.0%
52.0% 10 40.0%
80.0% 4 16.0%
60.0% 3 12.0%
4
3
0
1
1
4
16.0%
12.0%
0.0%
4.0%
4.0%
16.0%
Needs Average
Fair
Improvement Rate
4.6
0 0.0%
0 0.0%
4.2
1 4.0%
1 4.0%
0 0.0%
4.2
1 4.0%
4.8
0 0.0%
0 0.0%
4.7
0 0.0%
0 0.0%
0 0.0%
4.4
0 0.0%
4.5
0 0.0%
0 0.0%
4.6
0 0.0%
0 0.0%
4.4
1 4.0%
0 0.0%
1 4.0%
4.4
1 4.0%
4.0
2 8.0%
2 8.0%
1 4.0%
4.5
0 0.0%
0 0.0%
4.2
4 16.0%
4.2
2 8.0%
0 0.0%
0
2
2
1
0
2
0.0%
8.0%
8.0%
4.0%
0.0%
8.0%
0
0
0
0
0
1
0.0%
0.0%
0.0%
0.0%
0.0%
4.0%
4.4
4.3
4.4
4.4
4.8
4.2
At what point do you feel that you could function effectively in fieldwork settings?
• As Table 13 displays, respondents indicated different time period needed in order to be
able to function effectively in fieldwork settings. However, the larger proportion of
respondents (25%) said that they would effectively engage in fieldwork settings
immediately following graduation.
• Three people consider waiting for more than 12 months.
Table 13: Time to work in Pre-hospital/field setting
Time
Immediately
1-3 Months
4-6 Months
7-12 Months
More than 12 Months
Total
Number
7
6
6
6
3
28
Percent
25.0%
21.4%
21.4%
21.4%
10.7%
100.0%
Current Position
• Twenty-two respondents provided information about their current positions. Of these,
two were working as entry-level Human Services Worker, one was working as human
services administrator, ten were working as other human services related jobs, six were
working other non-human services related job and three were unemployed or not
applicable.
Availability of Positions in the Field of Human Services
Graduates were asked which one of the statements listed in Table 14 best describes the
availability of positions in the field of Human Services.
•
As shown in Table 14, twelve respondents indicated that there were limited opportunities
in field of choice; eight respondents indicated that jobs were readily available in the field
and location of choice. Four respondents said that there were jobs available but not in
area of choice, while two stated unavailability of jobs and one claimed other reasons.
Table 14: Position Availability
Position Availability
Readily available in field and location of
choice
Limited opportunities in field of choice
Available, but not in area of choice
Unavailable
Other
Total
Number
Percent
8
12
4
2
1
27
29.6%
44.4%
14.8%
7.4%
3.7%
100.0%
Overall Rating of AACC
•
As shown in Table 15, 76.7% of graduates who responded to the survey rated very good
the quality of instruction in AACC’s Human Services Program. And the other 23.3%
rated good. While 0% of people rated fair, poor, or very poor of the AACC’s Human
Services Program.
Table 15: Graduate Overall Rating
Comments
Very Good
Good
Total
Number
23
7
30
Percent
76.7%
23.3%
100.0%
SUMMARY
The 2015 Human Services Program survey was carried out to obtain graduates feedback on
programs/services. The survey covered 176 graduates, 158 graduates with correct addresses,
and 30 responded.
The results show that 60% of the respondents were employed full-time. The results also show
that 20% of respondents were full-time students at the time of the survey. For the largest
proportion of the respondents, the most important reason for attending AACC was equally
divided between prepare for entry into first career, prepare for entry into different career, update
skills for current job, prepare to transfer to a four-year institution, and self-enrichment. The vast
majority of respondents (97%) achieved their goals either completely or partly and they had
positive attitude to AACC in general and Human Services Program in particular.
The majority of the respondents (57%) were working in the same field that they studied at
AACC. Similarly, most of the respondents said that AACC prepared them for employment. The
largest proportion (44.4%) of the respondents also stated that there were limited opportunities in
field of choice. In addition, largest proportion (35%) of the respondents felt that they could
function effectively in fieldwork settings immediately.
The majority of the respondents were very satisfied with classroom supplements and
courses/programs in Human Services Program. They also stated that they have been offered
sufficient knowledge and skills to compete in the workplace.
Respondents rated very high the quality of faculty members of Human Services Program with
respect to knowledge in the field, availability, communicativeness, responsiveness,
understandability, and enthusiasm. The majority of respondents also considered that both
theoretical and clinical aspects of four curriculum areas were excellent.
Overall, 76.7% of the respondents rated very good the quality of instruction in Human Services
Program, and the other 23.3% rated good.